NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ989094
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0883-0355
Can Process Portfolios Affect Students' Writing Self-Efficacy?
Nicolaidou, Iolie
International Journal of Educational Research, v56 p10-22 2012
Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students' writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help students document their progress. Using a non-equivalent pre-test post-test design it was found that the self-efficacy of students who used portfolios for their essay writing process over an academic year increased significantly (p less than 0.05), compared to control students who did not. The increase of writing self-efficacy corresponded to an increase of writing performance (p less than 0.05). This study also verified the connection between Bandura's self-efficacy theory and portfolio affordances. Instructional implications for portfolio implementation are offered. (Contains 2 figures and 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus